An Examination of Teachers’ Sustainable Development Awareness in Terms of Branches, Genders, Ages and Years of Service (original) (raw)

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results ind...

Investigating of Pre-Service Science Teachers' Beliefs on Education for Sustainable Development and Sustainable Behaviors

2018

Sustainability problems such as hunger, obesity, unhealthiness, clean water, and the destruction of biological diversity in nature etc. has increased in this century. All over the world, meetings, panels and summits are arranged; researchers who are experts in the field are investigating ways to overcome these problems. Recently, especially after importance of education in sustainable development was pointed out in some reports such as Panel for Education for Sustainable Development arranged in Rio in 1992 or Thessaloniki Decleration, studies has focused on this area. To cope with these problems, in many researches it was stated that identifying the underlying causes should be first aim. However, Teachers generally acknowledge that sustainable development is abstract and difficult to conceptualize. Especially, in science education, awareness of sustainable development plays an important role. Science teachers or pre-service science teachers who will be teacher in near future should ...

Teachers' attitude towards education for sustainable development: A descriptive research

International Journal of Evaluation and Research in Education (IJERE), 2023

Teachers are the torch bearers of sustainable development, promoting social change and maintaining balance between two important concepts development and sustainability. They have a pivotal role in promoting education for sustainable development (ESD) perpetuating social change leading to progressive development and a futuristic growth in the society. ESD is one of the millennium development goals acknowledged globally and need to get practiced widely. Teachers play prominent role in inculcating the knowledge, spreading values, and enriching skills that are needed for sustainability to cope with the change in attributes of workplace. The central theme of the study was to determine the attitude of high school teachers concerning ESD. For this, the normative survey method (N=150) was used to collect data. The data were collected by an attitude scale entitled "ESD attitude scale". This investigation examined teachers' attitude towards ESD based on teachers' gender, subject of teaching, and type of management of the institution. To achieve the objectives of the study, itembased assessment with percentage analysis, t-values and F-values were calculated. Research findings showed that teachers have a favorable attitude towards ESD. Gender and management of the institution were not found to change attitudes towards ESD of high school teachers, whereas the subject of teaching was found to change the same. With these pieces of evidence from the present study, educationalists can reform the existing high school education system for sustainable development.

A Modeling Study on Science Teachers' Sustainable Development Knowledge, Attitudes and Practices

MDPI Sustainability, 2022

This study investigates possible predictors of science teachers' education for sustainable development (ESD) practices by controlling their significant life experiences (SLE), knowledge and attitudes about sustainable development (SD), and schools' environment. Fifty schools and 376 teachers participated in the study. A survey was conducted investigating teachers' demographic information and their knowledge and attitude about SD and ESD practices. Their schools were examined as ESD facilitators. Teachers' SLE was a significant predictor of their knowledge and attitude about SD and their ESD practices. Besides, teachers' knowledge about SD predicted their attitude towards SD. Their attitude towards SD and SLE predicted their ESD practices. Also, schools' physical environment was not a significant predictor of any teacher-related variables.

Sustainability Awareness, Attitudes and Actions: A Survey of Pre-Service Teachers

Issues in Educational Research, 2019

The purpose of this study was to survey the awareness, attitudes and actions of Thai, pre-service, industrial-education teachers (N=390) regarding economic, social and environmental sustainability. Survey items were derived from learning objectives provided by UNESCO in relation to 17 sustainable development goals (SDGs). Research questions focused on overall results as well as analyses to determine differences based on program type and year of study. Results showed an average overall higher percentage in the categories of attitudes (90%) and action (91%) than for awareness (69%). The lowest ranked items in the categories of attitudes and action were related to SDG 5, gender equality. Pre-service teachers in year two of their program reported significantly higher levels of awareness than those in their first, third, fourth or fifth year. There were no significant differences for program type. Implications point to the value for higher education institutes, programs and instructors o...

Pre-service teachers' caring about sustainable development goals for Turkey and for the world and their competence in associating the goals with the learning outcomes in the curriculum

Research in Pedagogy, 2021

This study aims to determine pre-service science teachers' caring about the 2030 Sustainable Development Goals (SDG) for Turkey and for the world and their levels of competence in associating the SDG-related learning outcomes in the curriculum with these goals. The study employed the survey model, which is a descriptive research method. The study group consists of 60 pre-service science teachers. The data were collected through forms developed by the researchers, and descriptive statistics were used in the analysis of the data. The participating pre-service teachers regard SDG "very important" for both Turkey and the world. According to the findings of the study, there are gender-based differences between the pre-service teachers in terms of caring about SDG for Turkey and for the world. While nearly half of the pre-service teachers regard themselves partially competent in matching the learning outcomes in the science curriculum with SDG, they have some deficiencies in...

Pre-service Teachers’ Concept of Sustainable Development and Its Integration in Science Lessons

Jurnal Pendidikan Humaniora, 2018

: Sustainable development is a “durable development” that is systematic and long-term devel-opment of countries ensuring strong relationship between societal and environmental security with economic progress. The concept of sustainable development is essential for pre-service teachers to realize because the country is on its way to progress and industrialization and their role as future teach-ers is important. Hence, this paper investigates aims to determine pre-service teachers’ concept of sus-tainable development. It is important that the concept of sustainable development should be clear to teachers because it determines how effective they can teach the concept to their students. A qualitative research design utilizing questionnaires, interviews, and focused group discussions reveal the miscon-ceptions of the pre-service teachers on sustainable development. The result of the present research will be utilized to create a program that will assist them in preparing lessons that in...

Awareness, Knowledge, Proficiency, Training and Expertise of Public Elementary School Teachers in Tacloban City on Education for Sustainable Development

Journal of Education and Learning (EduLearn)

Education for Sustainable Development is a thrust pursued by the United Nations to ensure that future generations are protected from key issues that tend to heighten the deterioration of the present society and environment. Using the descriptive survey method this study focused on the awareness, knowledge, proficiency, training and expertise of 112 teachers in the Philippine public elementary schools in Tacloban City. Collected data were processed through SPSS. Fifty-two (52) or 46.42% respondents were not aware of ESD. Some 31 or 27.67% were aware of ESD. The overall mean on the knowledge of teachers stood at 3.68 interpreted as having more than Enough Knowledge. On Proficiency the overall mean stood at 3.57 interpreted as a Beginner. On Training and Expertise the overall mean stood at 3.45 interpreted as Novice.

Knowledge on objectives of education for sustainable development among Polish teachers

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2018

The sustainable development model is considered to be the only one implementing the postulate of intra-and intergenerational justice, and allowing modern societies to develop safely. Because education makes it possible to achieve complex social goals, the sustainable development model must be implemented in a modern school. For this purpose, UNESCO experts promote education for sustainable development (ESD) as a response to the challenges of the modern world. The article presents the results of empirical research on teacher knowledge on education for sustainable development. Participants in the research, which was carried out in 2016, were 337 Polish teachers of the lower and upper secondary school. The research analysis showed that Polish teachers are not properly prepared for the implementation of assumptions of education for sustainable development into education programmes-their knowledge in this area is insufficient.